Mixed-Neurotype Interactions in Educational Settings and Autistic Students’ Mental Health: A Systematic Review of Qualitative Findings

Qualitative studies on social interactions between autistic and non-autistic students (Mixed-Neurotype interactions) provide rich insights but have limited generalizability. The objective of this review was to review and synthesize qualitative findings on Mixed-Neurotype interactions and autistic students’ mental health from students’ and teachers’ viewpoints. One hundred and eighteen papers were reviewed, and their findings were thematically analyzed. Themes identified: Main features (bullying, friendship, loneliness); Identity (camouflaging/disclosing autism); Support (teachers’ scaffolding, peer interventions); Key environments (Physical Education classes, online interactions, unstructured settings). The most prevalent sub-theme was loneliness. A twofold camouflaging pattern was identified: concealing autism and associated mental health outcomes. Support was described to decrease over time. Findings flag support reduction, loneliness, and camouflaging as harming autistic students’ mental health.